数字化转型背景下开展混合学习的机遇、挑战及对策——基于高校学生学习心理发展视角

首届世界数字教育大会强调了数字化在推动全球高等教育质量提升和可持续发展中的关键作用。近年来,我国积极实施了教育数字化战略,加速了高等教育的数字化转型,深刻改变了教育生态。在这一背景下,高校开展混合学习成为当前高等教育改革的重要突破口。要紧握数字化机遇,发挥混合学习的优势,通过混合学习空间、混合学习模式的设计让学生沉浸其中,激发自主性学习,同时促进教师教与学生学的双向互动。在数字化转型背景下,高校正汇聚社会优质教育资源,以满足多样化和个性化的学习需求。然而在实际开展中也面临诸多挑战,高校在数字化转型中的定位尚不清晰,缺乏数字化基础设施,教师数字技能欠缺,学生在数字化时代的认知负荷加剧,虚拟现实与情绪调节的融合愈发重要。基于此,本文针对高校、教师、学生三方主体,提出在数字化转型背景下面对混合学习挑战的对策:一是通过政策激励与服务支持,资源建设与共享鼓励高校开展混合学习;二是提升教师数字化素养,促进教师专业成长与技术进步协同发展,丰富混合教学模式;三是强化学生自主学习能力,减轻认知负荷,通过建立学习共同体,提供情绪支撑。The first World Conference on Digital Education highlighted the key role of digitization in promoting quality improvement and sustainable development of higher education worldwide. In recent years, China has actively implemented the digital strategy of education, accelerated the digital transformation of higher education, and profoundly changed the education ecology. Under this background, the development of blended learning in colleges and universities has become an important breakthrough in the current higher education reform. It is necessary to grasp the digital opportunities, give full play to the advantages of mixed learning, and immerse students in the design of mixed learning space and mixed learning mode, stimulate independent learning, and promote the two-way interaction between teachers and students. In the context of digital transformation, universities are gathering high-quality educational resources to meet diverse and personalized learning needs. However, it also faces many challenges in the actual development. The positioning of universities in digital transformation is not clear. The lack of digital infrastructure, the lack of digital skills of teachers, the increasing cognitive load of students in the digital era, and the integration of virtual reality and emotional regulation are becoming more and more important. Based on this, this paper proposes countermeasures for universities, teachers and students to face the challenges of blended learning under the background of digital transformation: First, encourage universities to carry out blended learning through policy incentives and service support, resource construction and sharing;The second is to improve teachers’ digital literacy, promote the coordinated development of teachers’ professional growth and technological progress, and enrich the mixed teaching mode;The third is to strengthen students’ independent learning ability, reduce cognitive load, and provide emotional support by establishing a learning community.

核心素养导向的发展性学习心理辅导课程实践

“学会学习”是学生“自主发展”领域的核心素养之一,对心理健康教育课程中的发展性学习心理辅导具有重要的指导意义。在分析初中学生常见学习心理问题的基础上,探究在核心素养导向下开展初中学生发展性心理辅导的有效路径。该项课程实践以培养学生自主学习能力为核心目标,通过基于“乐学善学”的活动内容设计和基于“勤于反思”的过程方法设计,促进学生核心素养的发展,取得了良好效果。